Bu çalışma, fen bilgisi öğretmen adaylarının çözünürlük konusunda grafik çizmede karşılaştıkları güçlükleri belirlemek amacıyla yapılmıştır. Betimsel tarama modeli kapsamında; sudaki çözünürlüğü sıcaklıkla değişen beş bileşiğin belirli sıcaklıklarda sudaki çözünürlükleri bir tablo halinde verilmiş ve çözünürlüksıcaklık grafiklerini çizmeleri öğretmen adaylarından istenmiştir. Çalışmaya, toplam 96 fen bilgisi öğretmen adayı gönüllü olarak katılmıştır. Elde edilen veriler, literatürde önceden belirlenmiş kriterler çerçevesinde, basit istatistiksel yöntemler kullanılarak analiz edilmiştir. Çalışma sonunda; öğretmen adaylarının çözünürlük ile ilgili grafikleri çizerken birtakım güçlüklerle karşılaştıkları belirlenmiştir. Belirlenen güçlüklerin, bilimsel süreç becerilerinden biri olan grafik çizme ile ilgili becerilerin geliştirilmesi çalışmalarında etkin bir şekilde kullanılabileceğine inanılmaktadır.

This research aims at investigating the effectiveness of the Predict-Explain-Observe-Discuss-Explain (PEODE) based laboratory work activities on pre-service science teachers’ science process skills. A quasi-experimental research model with pre- and post-test via control group was employed in the research. The semi-experimental study was based on 46 pre-service science teachers enrolled in the primary Science Education Program a state university. In the research, randomly selected two groups were used, one experimental group (EG; n = 22) and one control group (CG; n = 24). While the control group participated in traditional laboratory activities work, the experimental group took part in the PEODE-based laboratory work activities. Laboratory activities were carried out in both groups for a total of 9 weeks, two hours a week. Science process skills test (SPST) measuring five different scientific process skills were presented to them as pre- and post-test in order to assess pre-service science teachers’ science process skills. The test scores were analyzed quantitatively with a statistical analysis program. At the end of the research, while there was no significant differences total score of the SPST, significant statistical differences were found between the experimental and control groups in "Making Operational Comments" and "Designing the Research" sub-skills.

The purpose of this study was to investigate effectiveness of Predict-Observe-Explain (POE) enriched with discussions based laboratory on pre-service science teachers' academic achievement. For this purpose, fundamental science concepts were dealt with in the research. In the study, a quasi-experimental model was utilized and a total of 46 pre-service science teachers were selected as the sample. Two randomly selected groups, one of which was experimental (n = 22) and the other was control (n = 24) were used in the study. While the control group participated in verification laboratory work, the experimental group took part in POE enriched with discussions, that is Predict-Explain-Observe-Discuss-Explain (PEODE) based laboratory work. Laboratory works were carried out in both groups for a total of 18 hours in total 9 weeks, two hours a week. An academic achievement test consisting of 40 items was applied to the sample as a pre-and post-test in order to determine the effect of the laboratory works on pre-service science teachers' academic achievement. The data obtained from the tests were analyzed via dependent group t-test, independent group t-test and ANCOVA using SPSS statistical program. As a result of the quantitative analysis of the data obtained from the pre and post-tests, indicated that PEODE based laboratory work compared to the traditional laboratory work was more effective enhancing the academic success of pre-service science teachers. PEODE enriched with discussions based laboratory work should be utilized to make laboratory works effective.

This study, it is aimed to determine the strengths and weaknesses of the web 2.0 applications used in the teaching process through SWOT analysis and to reveal the opportunities and threats. For this purpose, the study group consists of 20 volunteer teachers working in public and private schools. The teachers benefited from web 2.0 tools in their lessons and could actively use web tools. Online interviews were conducted with the teachers. The data obtained from the interviews were evaluated by using descriptive content analysis. The themes and codes were created by analysing the interview data considering the SWOT analysis and its sub-themes. As a result of the research, it was determined that the strengths of the web 2.0 applications used in the teaching process are making the students active, providing permanence in learning, increasing success and creating a positive effect on the development of many skills. Weaknesses of web 2.0 tools; difficulties in creating the materials, time-consuming use in the course, not allowing everyone’s access, lack of technology and access. Features such as being independent of space and time, creating the desired content, sharing information, using it as a measurement tool, getting quick feedback, and providing a flexible classroom environment are included among the opportunities of web 2.0 tools. It is under the threat of reducing the influence of the teacher, disrupting the dominance of the lesson, removing the subjects from the centre, causing distraction, experiencing internet and access problems, creating technology addiction in students and creating security problems.

This research was conducted to examine the metaphorical perception of "physics" and "physics teacher" of 11th and 12th grade students enrolled in different lycée institutions. For this purpose, phenomenology design, one of the qualitative research methods, was used in the research. The study group of the research consists of a total of 106 students studying in the 11th and 12th grades of different types of high schools. As a data collection tool, two sentences following “I think that physics lesson is like …………. Because ……………” and “I think that my physics teacher is like……………. Because………” format they were asked to write their thoughts on it. The data included in the study were analyzed under categories. At the end of the research, it was determined that the students had many metaphors about the physics lesson and the majority of them were negative. On the other hand, it was found that the metaphors made by the students about the physics teacher were in a positive way compared to the physics course.